Practicing medicine without risk: students’ and educators’ responses to high-fidelity patient simulation

Gordon, J. A., Wilkerson, W., Shaffer, D. W., & Armstrong, E. G. (2001). Practicing medicine without risk: students’ and educators’ responses to high-fidelity patient simulation. Academic Medicine, 76(5). http://epistemicgames.org/cv/papers/medicine_without_risk01.pdf

Abstract:

Purpose: To understand the responses of medical students and educators to high-fidelity patient simulation, a new technology allowing “practice without risk.” Method: Pilot groups of students (n=27) and educators (n=33) were exposed to a simulator session, then surveyed with multiple-choice and open-ended questions. Open-ended comments were transcribed and coded. They were analyzed for recurring themes and tested for interrater agreement. An independent focus group subsequently performed higher-level thematic analysis. Results: Overall, 85% of the students rated the session excellent and 85% of the educators rated it excellent or very good. Over 80% of both groups thought that simulator-based training should be required for all medical students. Analytic categories derived from written comments were: Overall Assessment; Process Descriptors; Teaching Utility; Pedagogic Efficacy; and Goals for Future Use. Thirty percent of students and 38% of educators were impressed by the realism of the simulator, and they (37% and 25% respectively) identified the ability to “practice” medicine as the primary advantage of simulation. the focus group rated cost as the major current disadvantage (66%). Conclusions: Students’ and educators’ responses to high-fidelity patient simulation were very positive. The ability to practice without risk must be weighed against the cost of this new technology.